Team Learning: a Potential Solution To the Problems of Large Classes

Michaelsen, Larry K.; Watson, Warren E.; Cragin, John P.; Fink, L. Dee

doi:10.1177/105256298200700103

Cited by 110 publications

(99 citation statements)

References 7 publications

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“…For instance, team learning (Michaelsen et al, 1982) and cooperative learning (Johnson and Johnson, 1992) have attracted scrutiny in recent research. With increasing cultural and gender diversity in the classroom, group assignments serve as a golden opportunity for the exploitation of this diversity that has become a reality in higher education today.…”

Section: Introductionmentioning

confidence: 99%

Ethnic and gender diversity, process and performance in groups of business students in Sweden

Umans

Collin

Tagesson

2008

Intercultural Education

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This paper investigates the complex interrelation between ethnic and gender diversity, process and performance in groups of business students. The paper is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads to positive group outcomes, while ethnic diversity appears to create negative group outcomes. Intervening process variables, such as group communication, conflict and effectiveness in problem solving were not found to be influenced by diversity, or to influence group outcomes. While the non-influence of intervening variables can probably be explained by methodological difficulties, the negative outcome for ethnic diversity indicates a need to help students better manage ethnic diversity in order to reap its benefits.3

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Section: Introductionmentioning

confidence: 99%

Ethnic and gender diversity, process and performance in groups of business students in Sweden

Umans

Collin

Tagesson

2008

Intercultural Education

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“…After the gRAT cards have been collected, faculty can quickly assess if there were problem areas and discuss those topics. As a result, students leave the Friday sessions with a much deeper understanding of the material covered that week [5].…”

Section: Figure 5: Students Start the Team-based Learning (Tbl) Exercmentioning

confidence: 99%

“…There has been substantial research documenting the value of team based learning on student understanding and comprehension [4], [5], [9], [10]. However, team based learning is only effective if each member of the team is prepared for the group discussion.…”

Section: Weekly Team Based Learning (Tbl)mentioning

confidence: 99%

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Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention

Haase

Phan

Goldberg³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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This is an Evidence-Based paper which describes the impact of a form of team based (TBL) and multi-modal learning on short and long term content retention in a biomedical engineering course. Our previous work has demonstrated that students have varied learning preferences: visual, aural, kinesthetic, and read/write, with almost two-thirds preferring a multimodal approach. TBL enables us to integrate these preferences into an effective student-centric learning environment. Students scored significantly higher on the team-based assessments (group readiness assessment test or gRAT exams) than on the individual readiness assessments (iRAT exams) demonstrating the effectiveness of team based collaborative learning. In addition to the short-term knowledge gain acquired through peer instruction, we also measured long-term retention of final exam material four months' post-final. On both the final exam and the four month post-final retest, students scored significantly higher on material taught through TBL. Thus, team based learning, which includes a combination of reading, writing, kinesthetic and aural methods of learning, demonstrated significant short-and long-term gains in content retention.

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“…These resources included videos, ungraded quizzes, and simulations. During lectures, we incorporated clicker questions 2,3 and team based discussions 4 , both proven techniques used to improve knowledge acquisition in an active learning environment. Finally, we added in-class exercises, such as a student demonstration of oxidative phosphorylation, discussion of clinical case studies, and think/pair/share problems where students were given a question, they thought about the solution, and then discussed possible answers with a colleague 5 .…”

Section: Introductionmentioning

confidence: 99%

2017 Zone I Best Paper: Molecules and Cells: A Model for Addressing the Needs of Students with Varied Backgrounds and Diverse Learning Styles

Haase¹,

Goldberg²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Students in "Molecules and Cells" completed a survey to assess their learning preferences. Almost two-thirds of the students were multimodal, learning through a combination of visual, aural, read/write, or kinesthetic modes. This supported our view that a diverse learning environment with a variety of learning modalities would make a significant contribution to the students' understanding and retention of the material. These methods included: lectures with class demonstrations, team based learning, formative assessments through "clicker questions", simulations, peer instruction, informal and formal group discussion, case studies, and a variety of online resources. A majority (93%) of students believed they benefitted from this approach, a view that was supported quantitatively: 90% of the 126 students enrolled in the course attended class even though each lecture was available on-line. Background

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Team Learning: a Potential Solution To the Problems of Large Classes

Cited by 110 publications

References 7 publications

Ethnic and gender diversity, process and performance in groups of business students in Sweden

Ethnic and gender diversity, process and performance in groups of business students in Sweden

Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention

2017 Zone I Best Paper: Molecules and Cells: A Model for Addressing the Needs of Students with Varied Backgrounds and Diverse Learning Styles

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